Within this article, Vicky Kenrick at Sustainability Recruitment Specialists, Allen & York provides valuable insight into energy procurement within the public sector and explore energy initiatives such as the Carbon Reduction Commitment (CRC) and The Pan Government Energy Project, and how these can benefit energy procurement for the public sector, with particular reference to schools. 

Energy procurement represents a significant percentage of public sector expenditure, accounting for some £3.25 billion annually. Clearly, an effective approach to collaborative purchasing offers the scope for real savings for the public purse.

The public sector is potentially a very powerful purchaser and is uniquely placed to play a leading role in sustainable procurement and in helping the UK to meet its targets of reducing CO2 emissions by 80 per cent by 2050.  Furthermore, with the UK public sector faced with a growing need to provide greater operational efficiencies as well as demonstrate their commitment to be among the leaders in the European Union (EU) for sustainable procurement, the need to secure best value through collaborative working has also become ever more critical.

Sustainability was recognised by the former government as a core component of good procurement, and in 2008 significant steps were taken by the Office of Government Commerce (OGC) and other departments to improve their leadership and governance on the issue. A number of developments since 2008, such as The Pan Government Energy Project (PGEP) have kept sustainability at the forefront of current issues in procurement practice.  

It is schools and higher education establishments that have been one of the last sectors to actively move from a fixed price, fixed term contract to a flexible, risk managed contract as recommended by government.  The Energy Consortium (TEC), whom contract for over 70% of the higher education sector, are actively working with the PGEP to help educational establishments understand the benefits of moving from a fixed price contract to a government recommended flexible solution.  As a result, the PGEP have an excellent understanding of a school’s energy requirements, and allow schools the opportunity to access increased benefits when following their recommendations and working with a central purchasing body. The PGEP, sponsored and chaired by the Ministry of Defence, has developed best practice recommendations for energy procurement in consultation with customers and public sector buying organisations.

If done incorrectly, energy procurement can cost a school thousands of pounds that could have been avoided. For schools, the cost of employing an energy specialist is often not feasible, and this can leave schools open to higher supplier margins and increased costs. In light of this, schools are currently being urged to access the benefits of using this government recommended solution for energy procurement.

By following the two recommendations outlined in the PGEP, schools can firstly benefit from making substantial financial savings through aggregation, for example, because a central purchasing body can purchase larger portfolios of energy and attract lower supplier margins, some by up to 5%.  In addition, schools that follow this government recommendation can also take advantage of market prices throughout the duration of the energy contract and have access to greater transparency of costs that make up the delivered energy price.

Mark Vidler, Energy Group Manager at Allen & York comments that:

“Purchasing energy in this way could also see organisations and schools mitigate against price rises and deliver savings.  Organisations can further benefit from the advice of skilled Energy Managers, who play a vital role in ensuring sustainable cost savings throughout the energy procurement process”

The second recommendation of the PGEP highlights how schools need to reduce their energy consumption.  If the purchasing of energy is carried out by experts in energy procurement then schools are able to benefit from experienced team management of all portfolio needs as well as have access to new products and initiatives, which include tools such as Automated Meter Reading (AMR) and advice, guidance and tool kits which can also assist with their Carbon Reduction Commitment (CRC).

In fact, 15% of public sector carbon emissions arise from activities in the English schools system and about a third of this is directly from energy usage in school buildings. In light of this, the Government aims to make all schools, sustainable schools, by 2020, by not just promoting sustainability through teaching methods but also by encouraging schools to participate in local authority carbon reduction commitment opportunities and other initiatives in order to reduce their energy consumption.  There is a clear need for public sector organisations, such as schools, to seek the support of Energy professionals and consultancies in order to work towards sustainability targets. 

Sustainability Recruitment Specialists, Allen & York, are witnessing a large increase in the demand for sustainable Energy professionals and the growing variety of roles within this sector.

Allen & York Energy Group Manager, Mark Vidler, comments:

“It is increasingly necessary for schools to recognise the importance of sustainability and its application in every aspect of energy management.  In particular, the renewable energy sector plays a vital role in this, it is now more important than ever before that we look to alternative sources of energy to meet our demands. By embracing and fulfilling its renewable energy potential, the UK’s public sector has the opportunity to not only demonstrate strong leadership domestically, in the fight against climate change but it also has the opportunity to set the standard for public sector organisations to follow globally.  Here at Allen & York we have almost 20 years of experience within the Sustainability industry, we recruit Energy sector professionals at all levels for both private and public sector organisations, nationally and internationally”.

It is clear that sustainability and environmental considerations are playing a bigger role in outsourcing energy procurement decisions.  Looking at the economic reasons for the move to sustainable energy procurement – large cost savings can be made by establishing a robust and effective energy management policy.  In addition, the development of the CRC scheme and PGEP stresses the importance of reducing carbon emissions and encourages public sector establishments to improve their energy efficiency, and ultimately save money, something which is particularly relevant today, as the public sector cuts begin to take shape.

Allen & York are a leading international Sustainability Recruitment consultancy, offering jobs in Environment, CSR & Sustainability, Renewable Energy and Carbon Management, plus Health and Safety Management. 

To explore the latest career opportunities and Allen & York’s services to employers, please visit the website at: http://www.allen-york.com

Allen & York is an active member of Ethical Junction, learn more

Everyday children, teenagers and young people are being bullied!  Why? Probably because it was accepted childhood behaviour years ago; yet today it is one of the key topics of concern among adults, parents/carer’s, teachers, youth workers, mentors and counsellors. The serious social and emotional affect bullying has on children and young people is now thought about in-depth, especially as the extremely serious consequences of being bullied has devastating effects on young people where the trauma has resulted in some committing suicide.

By Sue Scott-Horne keen2learn

As adults some of us know what it can feel like to be bossed around and bullied by our work colleagues, friends or family. We have had to learn skills to help us deal with the effects. A child or young person having to cope with bullying is a very challenging and confusing place to be.  Being bullied can make people feel very lonely, isolated with their self esteem at an all time low as they begin to feel the power of the bully. Shockingly up to 50 per cent of children are bullied at some point during their school years.

The UK Children Act 2004 set out the framework that professional’s delivering children’s services must follow.  The ‘Every Child Matters’ (ECM) element of the framework has five objectives:

1. Be Healthy
2. Stay Safe
3. Enjoy And Achieve
4. Make A Positive Contribution
5. Achieve Economic Well-Being

A support system must be put in place for these positive outcomes to be supported throughout the school journey. The elimination of Bullying is a fundamental intention of the ECM objectives. Schools have to ‘co-operate to improve well-being’ by promoting and safeguarding the welfare of children and young people.  The Office for Standards in Education (OFSTED) for Children’s Services and Skills evaluate and inspect and how schools contribute to meet the ECM outcomes.

Recognising bullying behaviour and its consequences can be very confusing for a child. When children know they are being bullied some actually think this is how life is and that people behaving in this way are therefore acceptable.  It is our responsibility as adults to stop this confusion and focus on the changing behaviour of the child who is being bullied as well as the bully. This is especially relevant if they are not prepared to tell or too frightened to tell someone it is happening.

The tell-tale signs that a child is being bullied include:-

1. Not wanting to go to school, starting to truant or not socialising.
2. They may become very quiet in their behaviour and shut themselves away in another room, feeling very unhappy.
3. Complaining of not feeling well, have stomach aches or headaches.
4. Seeming agitated and not sure of themselves.
5. Felling sick and trembling.
6. They may not want to use the phone or computer as texts or email notes are sent to them telling them nasty things.

(Cyber bulling) Seek support at www.cybermentors.org.uk

A gentle talk may help but sometimes if the child is extremely bullied the bully may have threatened them not to tell or something could happen to them.  This state of flux and anxiety can make the child look quite unwell. Intervention has to be appropriate for bullying to be prevented!  The first port of call for an educator is to contact the parent and vice versa. If the parent contacts the educator they can talk through the support system to help the child being bullied and put a coping skills system in place for them. During this phase hopefully the bully’s name will emerge allowing the school to stop the bullying as part of their Anti-Bullying Policy that legally all schools must have in place for immediate action.

The Anti-Bullying policy recommendations should involve:

1. Giving a member of staff specific responsibility for Anti-Bullying work.
2. Auditing current practices and implementing changes to the policy.
3. Developing Anti-Bullying Policies as part of the School Behaviour Policy.
4. Ensuring the policy covers all forms of bullying especially relating to Special Educational Needs, disabilities and Cyber Bullying.
5. The policy should also refer to bullying of staff as well as pupils.
6. The policy should explore all available support e.g. a Behaviour and Attendance Consultant.

Bullying can take place over a few days, weeks or months. It is important to try to establish what has caused it. It may be jealousy, wanting to divert attention away from a popular or a gifted child doing well academically or good at physical sports, dance or football. It could equally be a quiet child who does not mix or socialise well. Staff and parents must be vigilant and focus on the group(s) social mix and not let a lonely, special needs or disabled child be a target. Racial, religious or homophobic bullying can also take place; whatever the reason it must be immediately resolved by working through the problems, seeking professional guidance and support where necessary.

There are many places outside of school or youth club settings that bullying can occur.  It must be dealt with immediately. There is no time to waste in supporting, intervening and preventing bullying.

Support and guidance leaflets and DVD’s can be obtained from:

http://www.teachernet.gov.uk.

http://www.dcsf.gov.uk

No Hiding Place For Bullies

http://www.bullying.co.uk/

Childline

Keen 2 Learn is an active member of Ethical Junction, learn more

Probably one of the greatest boosts to children’s learning is the help they can get at home. Playing educational games at home with parents  and closer links to the school can help  improve achievement  in class by two grades. The new Home Access scheme announced in January 2010  by the Department for Children Schools and Families (DCSF) opens the door for poorer families through a grant to buy  a laptop and broadband access. The scheme  links  families on-line to the school where parents can monitor progress and get advice from teachers where children would benefit from extra help at home.

We are asked frequently for details of the scheme, and have reproduced the following guidelines from Becta. The list is growing so we have now grouped the information into two categories: Parents,  and Schools and Local Education Authorities. There a number of overlaps so take a look at both lists to see you have all the information you need.

Parents

1. Home Access Introduction
2. Home Access Something for Everyone
3. Home Access making it easier for everyone to learn
4. Home Access Technology Software
5. Home Acess Eligibility Criteria Updated 01/02/10
6. Home Access Packages
7. Home Access Looked After Children
8. Home Access e-safety

Schools and LEA

1. Home Access Info for Schools
2. Home Access Background to the Programme
3. Home Access Information For School Governors
4. Home Access information for Sencos
5. Home Home Access Overview for School Business Managers
6. Home Access FAQ’s for LEA
7. Home Access Purchase Schemes via LEA or School

Keen 2 Learn is an active member of Ethical Junction, learn more

What’s in Your Bucket? – and in the one at Your Kid’s School?

The true cost of cleaning has become apparent after a series of studies carried out by the non profit making organisation The Environmental Working Group.

The new study shows that ordinary school cleaning supplies can expose children to multiple chemicals linked to asthma, cancer and other documented health problems and to hundreds of other air contaminants that have never been tested for safety. Laboratory tests done for EWG found that a typical assortment of cleaning products released 457 distinct chemicals into the air. For example, Some Disinfectant Powder Cleanser, products commonly used in both schools and private homes, released more than 100 air contaminants, including chloroform, benzene and formaldehyde.

You can change that today – just eliminate your chemicals by using the ECO award winning range of products from ENJO – just add cold water and get 6.5 times better results – protecting the environment too.

In addition further studies reveal that “Stay at home” women have a 54% higher incidence of illness due to exposure to common household chemicals. That’s why we’ve developed and refined our range of safe and chemical free products.

ENJO easy to use – Hard to believe!

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